Examinando por Materia "Mentoría"
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Publicación Acceso abierto Exploring the mentoring program: insights from stakeholders in the English Language program at University of Cordoba(Universidad de Córdoba, 2023-12-19) Sánchez Rojas, Jhon Jaider; Romero, Yanilis; Pastrana, Juan Carlos; Galván, OLga LucíaIn recent years, higher education institutions have grappled with supporting students facing academic challenges, prompting heightened attention to mentoring as a transformative strategy. This qualitative case study delves into the mentoring program implemented in the English teaching Department at the University of Cordoba, emphasizing its contribution to students with low academic performance. Through semi-structured interviews with the mentoring program coordinator, mentors from 10th semester, and mentees from 3rd and 4th semester actively involved in the English Language Program, coupled with observations, the research unveils mentoring as a multifaceted intervention that transcends conventional academic support focused on teaching some topics, and leaving aside the development of other key components such as the socio-emotional. Beyond addressing educational needs, mentors emerge as significant in navigating socio-emotional challenges hindering student success. Identifying key patterns, success strategies, and potential pitfalls, this study enriches the understanding of mentoring dynamics and also offers practical insights for optimizing mentoring interventions. Set within the distinctive context of the University of Cordoba, the research contributes to the broader field of academic support by illuminating the nuanced interplay between mentoring and student success. As higher education institutions strive to enhance support mechanisms, this study serves as a valuable guide for tailoring mentoring programs to meet the diverse needs of students experiencing academic setbacks.Publicación Acceso abierto Fostering students communicative skills and self-confidence through emotional support In the mentoring program(Universidad de Córdoba, 2024-01-22) Padilla Romero, José Daniel; Vega Calao, Yina MargaritaThis paper focuses on reporting the process of “Fostering Students Communicative Skills and Self-confidence Through Emotional Support in the Mentoring Program” at Universidad de Córdoba in Montería. This process was conducted with 10 students attending their first semester in Communication I and Grammar I courses, with the goal of helping them accomplish their desired results and boosting their confidence. Having very insightful and holistic sessions each time was key in order to help them to reinforce the content learned in their subjects. In this specific internship, there are a lot of professionals providing the guidance and training that mentors need along the process to fully equip them so that they can be effective role models and provide the best experience for their mentees. This is a student-centered approach where the mentees are the main focus of the program and all the other participants adapt to their needs, but the mentees have also to adapt to the strategies proposed in order to fulfill the expected outcomes. The up-learning and collaborative spaces are pertinent to carry out successfully the mentoring program.Publicación Acceso abierto Using realia in real contexts to enrich vocabulary learning in upper intermediate students under the project “mentoring” in the foreign Language Teaching program at the University of Córdoba(2023-02-03) Padilla Carrascal, Santiago; Galván Garcés, Olga LuciaThis report describes the internship carried out at the University of Cordoba in the Foreign Language Teaching Program under the mentoring program piloting stage. This program aims to preclude student dropout as well as to diminish the level of desertion to keep and arouse the permanence of the students in the program. A population of 15 participants from upper intermediate level in Communication 5 enrolled from first to fifth semester, were diagnosed and presented academic problems in terms of language acquisition which were mainly focused on mispronunciation and misspelling new words; they also had some difficulties memorizing the new vocabulary learned in class. Add to this, they did not have self-confidence when conveying their ideas because of the lack of vocabulary, and sometimes, were not able to understand what other people were saying, specifically when questions were asked, showing insecurity and hesitation when responding. The methodology applied in the mentoring sessions was founded on using realia in real contexts as main strategy to accomplish the expected objectives and learning communicative outcomes while implementing an eclectic approach which let the mentor teach English depending on the students’ skills and the purpose of the lesson. The results demonstrated that a good number of mentees enhanced their academic records and improved their English language performance, which gave the mentor great personal and professional satisfaction to make part of their peers' learning achievement.